Word Processing (Effect Size = 0.55) "The use of word-processing equipment can be particularly helpful for low-achieving writers. In this type of instruction, students might work collaboratively on writing assignments using personal laptop computers, or they might learn to word-process a composition under teacher guidance. Typing text on the computer with word-processing software produces a neat and legible script. It allows the writer to add, delete, and move text easily. Word-processing software, especially in more recent studies, Includes spell checkers as well.
Compared with composing by hand, the effect of word-processing instruction in most of the studies reviewed was positive, suggesting that word processing has a consistently positive impact on writing quality. The average effect on writing quality was moderate for students in general (effect size = 0.51), but for low-achieving writers it was larger (effect size = 0.70). Thus, word processing appears to be an effective instructional support for students in grades 4 to 12 and may be especially effective in enhancing the quality of text produced by low-achieving writers."
Carnegie Corporation of New York. (2007). Writing Next. New York: Graham, Steve and Perin, Dolores.
1. Read your quote and determine what question about the great keyboarding debate it addresses.
2. Restate the quote in your own words.
3. Determine its implications for your students, you, your colleagues, and your district.
4. What questions and/or concerns does this raise for you? What support and/or resources to you need to further your understanding or learnings about this topic?
Word Processing (Effect Size = 0.55)
"The use of word-processing equipment can be particularly helpful for low-achieving writers. In this type of instruction, students might work collaboratively on writing assignments using personal laptop computers, or they might learn to word-process a composition under teacher guidance. Typing text on the computer with word-processing software produces a neat and legible script. It allows the writer to add, delete, and move text easily. Word-processing software, especially in more recent studies, Includes spell checkers as well.
Compared with composing by hand, the effect of word-processing instruction in most of the studies reviewed was positive, suggesting that word processing has a consistently positive impact on writing quality. The average effect on writing quality was moderate for students in general (effect size = 0.51), but for low-achieving writers it was larger (effect size = 0.70). Thus, word processing appears to be an effective instructional support for students in grades 4 to 12 and may be especially effective in enhancing the quality of text produced by low-achieving writers."
Carnegie Corporation of New York. (2007). Writing Next. New York: Graham, Steve and Perin, Dolores.
1. Read your quote and determine what question about the great keyboarding debate it addresses.
2. Restate the quote in your own words.
3. Determine its implications for your students, you, your colleagues, and your district.
4. What questions and/or concerns does this raise for you? What support and/or resources to you need to further your understanding or learnings about this topic?